This study examined outcomes from an information and communication technology(ICT) course designed on the basis of the meaningful learning framework and generalcyberwellness issues. It also examined the relationships among Singaporeanpreservice teachers’ perceptions of the constructs pertaining to technologicalpedagogical content knowledge (TPACK), and their perceived ability to integratecyberwellness knowledge when designing web-related learning. Two questionnaireswere administered to 668 and 628 preservice teachers before and after the ICT courseto elicit the relationships. Five TPACK knowledge constructs (PK, CK, Web 2.0-relatedTK, TPK, TPACK) and the teachers’ cyberwellness knowledge were identified fromfactor analysis results. The pre-post course surveys indicate that the preserviceteachers perceived strong gain in 5 out 6 constructs measured. Additionally, thestructural equation model analysis revealed that cyberwellness knowledge contributessignificantly to TPK and TPACK, based on the preservice teachers’ perception. Assuch, the study argues that the preservice teachers’ confidence to integrate theircyberwellness knowledge into their teaching may play an important role ininfluencing how they plan and design web-based learning. Cyberwellness knowledgemay be an important knowledge component to foster when considering the futuredevelopment of teachers’ TPACK for web-based learning.